Unit Title: “I Can Do It Too!” - An Authentic Experience of Mexico

Author & School: Stephanie Skiba, P.S. 86 – NYC DOE (District 10), Bronx, NY

Subject Area: Social Studies

Topic: Interactive Cultural Study

Grade level(s): Grade 3 (can be adapted to most elementary grade-levels)

Time Frame: 6 weeks (11 lessons based on two classes each week (about 45-minutes each) and a celebration)

Evidence of Mastery: Rubrics have been created to track each student’s mastery of performance tasks throughout the unit and can be used in a child’s assessment folder.

Unit Summary: In this unit, students will get an introduction to the country of Mexico and complete activities relevant to life for kids there. The unit will follow the order of: geography (1 lesson), history (2 lessons), cultural activities (7 lessons), and celebration (1 class period). During all steps of the learning process, students will view images on a PowerPoint slideshow, complete worksheets, and do hands-on activities. Students can also reference the e-book “A Kid’s Guide to Mexico” by Stephanie Skiba, which was created specifically to accompany this unit. At the start of the unit, students will use different resources to locate Mexico. Delving in deeper, students will be expected to identify major physical features on a map of Mexico (including, but not limited to, Sierra Madre del Sur, Rio Grande, Mexico City, Gulf of Mexico, Atlantic Ocean, and Pacific Ocean). Next, students will get a brief history of Mexico with the assistance of a timeline. Points included in this history are: Mayan and Aztec civilizations, Spanish conquest, and Mexican independence. Then, students will learn about current topics in Mexican culture. They will complete activities for each, including but not limited to food, music/dance, clothing, art, and language. For each part of the unit, as many interactive assessments as possible should be used. For example, students will read a Mexican recipe and then make that food. They will also examine Mexican pottery and try to replicate it using salt dough, among other activities. To better understand Mexican culture it would be ideal for students to have access to a Mexico “treasure box.” This would include small items from Mexico, like photographs of people, images of food [with recipes], musical instruments, CDs of music, videos in Spanish, textiles, pottery, images of artwork, money samples, magazines, books, etc. Recommended read alouds are also included at the end of each lesson and can be done prior to or after each lesson, perhaps as part of the day’s English Language Arts block. Finally, to culminate their study of Mexico, students will share one of their interactive projects from the unit with the class, and react to the process of participating in “authentic” activities. They will celebrate the end of their unit with a typical Mexican fiesta.

Long Term Plan – Unit Overview Subject Area Social Studies Grade Level 3rd

Lesson Standards/ Aims Essential Questions Number Sub-Standards Addressed 1 (Geography) New York State Social • To locate Mexico on a world map. • Where is Mexico? Studies Performance • To identify basic physical • What physical features Indicators: 3.1c, 3.1d, features of Mexico on a country (mountains, rivers, 3.1b map. forests, etc.) can be • To create a map that represents found in Mexico? the physical features of Mexico’s • Where are the specific topography/geography. physical features of Mexico located?

2 (History: New York State Social • To identify the first groups of • Who were the first Ancient History) Studies Performance people to settle in the land that groups to settle in the Indicators: 2.1c, 2.2a, is now Mexico. land that is now Mexico? 2.2b, 2.2c, 2.2d • To analyze the similarities and • What contributions did differences between the Mayans these early people make? and the Aztecs. • Are there still traces of • To illustrate images of select these people today? Mayan and Aztec gods.

3 (History: New York State Social • To discuss the Age of • How did the arrival of Modern History) Studies Performance Exploration and its impact on the Europeans affect the Indicators: 2.1c, 2.2a, land that is now Mexico. land that is now Mexico? 2.2b, 2.2c, 2.2d, 2.3b • To identify various “key players” • Which people helped in the formation of the country form the actual state of of Mexico. Mexico? • To interpret a timeline of recent • What is the current Mexican history and classify structure of the Mexican important political figures. government?

Skiba – I Can Do It Too! p. 2 of 61 4 (Cultural Awareness: New York State Social • To identify modes of • What transportation do Daily Life – Clothing Studies Performance transportation used by people in people in urban areas and Transportation) Indicators: 2.1c, 2.3c, Mexico. use? Rural? 2.4b • To compare and contrast • What types of houses do transportation and housing in people in urban areas rural and urban areas. have? Rural? • To analyze photographs of • What styles of clothing Mexican clothing. are common in Mexico? • To design paper doll clothing • How is the style of templates representative of clothing in urban Mexico Mexican clothing styles. similar to and different from rural Mexico?

5 (Cultural Awareness: New York State Social • To identify styles of music • What role does music Music and Dance) Studies Performance played in Mexico and popular play in Mexico? Indicators: 2.1c, 2.3a, Mexican musicians. • How is dance in Mexico 2.3c, 2.4b, 2.4c • To compare and contrast music similar to and different and dance from Mexico with from dance in the U.S.? music and dance from the U.S. • What are important • To examine a traditional Mexican elements in the Mexican birthday song. birthday song, Las Mañanitas?

6 (Cultural Awareness: New York State Social • To identify styles of art created • What types of artwork Types of Art) Studies Performance in Mexico. do people in Mexico Indicators: 2.1c, 2.3a, • To link the styles of artwork produce? 2.3c, 2.4b, 2.4c with popular Mexican artists. • Why do many local people • To construct pottery recreations consider themselves using techniques similar to artists? Mexican artists. • Who are some famous artists in Mexican history?

7 (Cultural Awareness: New York State Social • To define the meaning of • What languages do the Language and Studies Performance language. people of Mexico speak? Literacy) Indicators: 2.1c, 2.3c, • To discuss where language is • When and how do 2.4b learned and how it is used. children learn language? • To conclude that the people in Mexico do not all speak the same language. • To memorize the meanings of simple Spanish words by completing various word games.

Skiba – I Can Do It Too! p. 3 of 61 8 (Cultural Awareness: New York State Social • To discuss holidays in Mexico • What holidays are Holidays) Studies Performance and compare them with holidays celebrated in Mexico? Indicators: 2.1c, 2.3c, in the United States. • How do people celebrate 2.4b • To match national holidays with these holidays? their dates on a blank calendar. • How are the holidays in New York State Math • To prepare for a celebration of Mexico similar to and Standard: 2.PS.4 Mexico by creating Mexican- different from holidays style banners. in the U.S.?

9 (Cultural Awareness: New York State Social • To identify the coins and bills • What type of money does Economics) Studies Performance used in Mexico. Mexico produce? Indicators: 2.1c, 2.3c, • To compare the style of the • How does the Mexican 2.4b, 4.1c Mexican peso to American peso compare to the dollars. American dollar? New York State Math • To review a conversion chart • How is the Mexican peso Standard: 3.M.7 that compares the American similar to and different dollar and the Mexican peso. from the money we know? • To practice using Mexican pesos. • To make change using Mexican pesos.

10 (Cultural Awareness: New York State Social • To identify the meals that • What meals do people eat Food and Drink) Studies Performance people in Mexico eat and the in Mexico? What foods Indicators: 2.1c, 2.3c, time of day they usually occur. are typical for each meal? 2.4b • To understand the role of Coca- • What role do the soft Cola and Pepsi in Mexico. drink companies Coca- • To read a recipe and make a Cola and Pepsi play in tortilla. Mexico?

11 (Celebration) New York State ELA • To share our understandings of • How can we share our Standard: 4 Mexican geography, history, and understandings from our culture. unit on Mexico?

Prior to teaching first lesson – Have students complete the “What I Know” and “What I Want to Know” sections of the K-W-L: Mexico chart (Handout 0.1). This will help gauge each student’s prior knowledge and assist the teacher in planning the lessons that follow. The teacher should collect this chart and hand it back to the students during the celebration. At the celebration, students should review the “What I Know” column and address any misunderstandings they had, that have now been cleared up. They should also review the “What I Want to Know” column and highlight all of the questions they had that were answered over the course of the unit. Finally, students should fill in the “What I Learned” column, inputting any new understandings that they have.

Skiba – I Can Do It Too! p. 4 of 61 Lesson Number: 1 Social Studies Topic: Geography Subject/Topic • Social Studies Areas • with art extensions (drawing, coloring, designing) • with writing extensions (reflection)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators - 3.1c: Locate places within the local community, state, and nation. Addressed

3.1d: Identify and compare the physical characteristics of different regions and people.

3.1b: Draw maps and diagrams that serve as representations of places, physical features, and objects.

Brief Summary of Lesson In this lesson, students will discover the location of Mexico in relation to the rest of the world. Students will be expected to locate the country on both world and continent maps. After this, students will learn about Mexico’s physical features and be given Mexico map templates, with various geographical features identified (bodies of water, mountains, deserts, tropical rainforests, etc.). With some provided resources, students will design a 3-D map of Mexico to help them better understand the features that make up this diverse country. When they are finished with the project, students will reflect on what they learned about Mexico’s geography.

Performance Tasks: Assessment/ *Students will identify Mexico on a map of the world and a map of North America.

Evidence of *Students will decorate a map of Mexico using various materials to represent the Mastery physical features of the country. Students will include a key to describe the individual map features.

*Students will complete a reflection sheet identifying the specific parts of physical Mexico and naming the place they would most like to visit. (possible homework)

Lesson Vocabulary physical map, key, cardinal directions, scale, topography, geography, elevation, body of water, capital city, key Materials Needed Classroom world map (and individual student maps, if possible), Handout 1.1 (2 images – world map and North America map), Slide 1.1, Handout 1.2 (physical map of Mexico), Handout 1.3 (reflection sheet), materials for activity #2 (strips of brown tissue paper, gold glitter, blue ribbon or yarn, pieces of green foam cut into tiny pieces, sand, small star-shaped stickers—To speed up the activity, the teacher can have all the objects prepared (cut the ribbon, crumple the tissue paper, etc.), “A Kid’s Guide to Mexico” (pgs. 4–6)

Discussion for 1. Locate Mexico - Look at the world map with the class (students can also have Lesson an individual world map in front of them). Have students locate North America and then discuss the countries located in North America. Students should Skiba – I Can Do It Too! p. 5 of 61 find the state they live in. After going over cardinal directions, ask students to discuss what direction they would have to travel to get to Mexico. World Map, GoogleEarth can also be projected on a SmartBoard, with the teacher GoogleEarth/map completely zoomed out and then gradually zooming in closer to Mexico (look at world first, then North America, then Mexico) and completing the same activity.

2. Traveling to Mexico - Explain to students that when traveling to Mexico, they would need a passport to enter. Discuss reasons for this. Then in small groups, have students brainstorm the various ways they could get to Mexico (plane, train, car, boat) and which they’d prefer. Based on the location of your school, you might want to include a quick discussion of time zones.

Handout 1.1 3. Activity #1 – Locate Mexico - Now that students have a general idea of where Mexico is located, give out handout 1.1 and ask students to find Mexico on the map of the world and the map of North America. Students should outline the country in green and color it in red.

Slide 1.1 4. Mexico’s geographical features - Teachers should project a physical map of E-book (pgs. 4–6) Mexico. Discuss specific geographical features (e.g., mountains, deserts, coast lines, rivers, rainforest, etc.) and then describe where they are located in Mexico. Handout 1.2 (printed on cardstock, if possible) 5. Activity #2 - Design a map - Each student should get a copy of the pre- and objects for printed map of Mexico with specific geographical features already printed. designing the map (sand Explain to students what each picture represents (dots = desert, dashed line = = desert, blue river, triangles = mountains, trees = rainforest, wavy lines = ocean, exploding ribbon/yarn = river, mountains = volcanoes, star = capital city). Using specific items, students tissue paper balls = should design a 3-D map of Mexico, gluing the objects on top of the pictures. mountains, tissue paper After all items have been placed on the map, the teacher should explain that a with gold glitter = map “key” will help readers identify the places on the map. Using an index volcanoes, green foam card, students should design a key to describe what each object on the map pieces = rainforest). represents.

Handout 1.3 6. Reflection - If time allows, students can reflect on the physical features that make up the country. This handout will also give students the opportunity to decide which parts of Mexico they would most like to visit. If time runs out, it can be used as a homework assignment. Extensions Students can take the activity further by: • using an atlas to add more geographical features to their maps. • pretending they are traveling to one of the areas of Mexico and write a journal entry about their experience. • identifying the physical features of the United States and comparing it to Mexico.

Additional Books: Resources • Mexico (National Geographic), by Beth Gruber Web sites: • BrainPop Jr. – “Mexico” (free movie) – from 0:33 seconds to 1:55.

Skiba – I Can Do It Too! p. 6 of 61 Lesson Number: 2 Social Studies Topic: Ancient History Subject/Topic • Social Studies Areas • with art extensions (coloring) • with writing/critical thinking extensions (comparison chart)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators – 2.1c: Study about different world cultures and civilizations focusing on their Addressed accomplishments, contributions, values, beliefs, and traditions.

2.2a: Distinguish between past, present, and future time periods.

2.2b: Develop timelines that display important events and eras from world history.

2.2c: Measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BCE and CE as reference points.

2.2d: Compare important events and accomplishments from different time periods in world history.

Brief Summary of Lesson In this lesson, students will learn about the first people in the area that is now known as Mexico. By the end of this lesson, students will understand that Mexico was not always a place divided into states and cities, with roads, schools, buildings, and cars. Students will define nomad and discover that the early people of Mexico were nomads who traveled from place to place. As the teacher relays various facts about the Mayan and Aztec peoples, students will fill in a comparison chart. At the end of the discussion, and after the teacher has touched on the fact that these groups were polytheistic (believing in more than one god), students will color in images of various Mayan and Aztec gods.

Performance Tasks: Assessment/ *Students will fill in a comparison chart with facts about the Mayans and Aztecs.

Evidence of *Students can participate in a discussion to compare/contrast the Mayans and the Mastery Aztecs.

*Students will color images of Mayan and Aztec gods, using only green, red, blue, yellow, brown (colors that could have been made from various natural resources during the times of these ancient groups).

Lesson Vocabulary nomad, Mayans, Aztecs (Mexica), pyramid, polytheism, gods Materials Needed Images of Mayan and Aztec pyramids and artifacts (Slides 2.1–2.5), Handout 2.1 (Aztec/Mayan comparison chart), Handouts 2.2 and 2.3 (blank images of Mayan and Aztec gods for students to color), crayons/markers/colored pencils

Discussion for Skiba – I Can Do It Too! p. 7 of 61 Lesson 1. Mexican land – Building off of the first lesson, and referring back to the maps students made, the teacher should make it clear that the area of land we call Mexico today was not always known as Mexico. Define the term nomad for the

students and explain that much of the Americas were populated with groups of

people who moved from one place to another. Then explain that some of the

first groups to settle down in cities in the area that is now Mexico were the

Mayans and Aztecs. In their notebooks, ask students to sketch an outline of

Mexico’s current shape (refer back to lesson 1 for struggling students).

Then have students put a star where Mexico City is located. Explain to

students that much of Aztec territory was in the area surrounding Mexico

City. Then have students put a big A on their maps to show where the Aztecs Slide 2.1 were located. Then tell them that most of the Mexican Mayans (because

Mayans were also in parts of Central America) were located on the Yucatan

Peninsula, and have students put a big M on their maps to show where the

Mayans were located.

2. The Mayans – Explain to students that the Mayans started to appear in

groups before 1000 B.C. and were at their height of civilization around 250

A.D. Then tell them that the Mayans had no central authority. Each city had

its own group of rulers. After 900 A.D., some of the Mayan cities started to Handout 2.1 disappear. While many Mayans died out (likely due to disease, colonization,

war, etc.), some people today still consider themselves to be Mayan. Give

students a few minutes to fill in their comparison chart.

3. The Aztecs – Explain to students that the Aztecs were a later group and that

they started to appear in cities around the mid-13th century. Mention how

they discovered where to build their capital, Tenochtitlan: A prophecy told

them to search for the place where an eagle was eating a snake, while sitting

atop a cactus. Legend says that when they found this, they built their city

(same location as current day Mexico City). The height of their civilization

came in the 14th–15th centuries. Many people refer to the Aztec reign as an

empire and describe the individual cities as “city-states,” ruled by kings. Most Handout 2.1 of the Aztecs died out after the Europeans conquered their cities (they died

as casualties of war and from diseases) in the early 1500s, however, some

Nahua people still trace their roots back to the Aztecs. Give students a few

minutes to fill in their comparison chart.

4. Contributions by the Mayans and Aztecs - Visitors to Mexico today can still (Slides 2.2–2.3 are see remains of many Mayan and Aztec cities, and most prominently their photos of pyramids) pyramids (Examples - Mayan cities: Chichén Itzá, Palenque; Aztec city:

Tenochtitlan). Show students photographs of the pyramids/ruins and ask (Slides 2.4–2.5 are students to compare/contrast the Mayan and Aztec designs. Teachers can photos of artifacts) also show their students images of Mayan and Aztec artifacts found at some

of the sites. Give students time to discuss the images in partners and whole-

class.

5. Activity – Coloring Mayan and Aztec gods – Teacher should have printed Handouts 2.2 and 2.3 copies of the Mayan gods “Yum Kimil” and “Chaak” and the Aztec gods

“Mictlantecuhtli” and “Tlaloc”. Split up the images so that each student has

Skiba – I Can Do It Too! p. 8 of 61 Colored pencils, crayons, one, but the 4 gods are equally represented (e.g., 16 students – 4 each of Yum markers Kimil, Chaak, etc.). Tell students to take out only the colors green, red, blue, yellow, and brown from their crayons, colored pencils, markers. Explain to students that in the times of the Mayans and Aztecs, they would have had to use natural resources to make colors (including plants, flowers, stones, bugs, etc.). After students are finished, have them pair up with the equivalent god of the other group (i.e., Yum Kimil and Mictlantecuhtli, and Chaak and Tlaloc) and describe how the images are similar and/or different.

Extensions Students can take the activity further by: • researching the Aztecs and the Mayans more extensively with books from the library or Internet resources. • writing a short biography of King Pakal of Palenque or Montezuma II of the Aztec empire. • designing their own Mayan or Aztec pyramid (drawn on paper or using materials to create a 3-D version). • visiting a local museum (e.g., Metropolitan Museum of Art) to view Aztec/Mayan artifacts in person. If it is not possible to visit a museum, one can find images of the artifacts on the Met’s Web site (www.metmuseum.org). Once on the site, click on “Collection Database” under “Works of Art” (on the left-hand side). In the keyword field, type “Aztec” or “Maya.”

Additional Books: Resources • Grandma’s Chocolate, by Mara Price (Picture Book Read Aloud) • The Ancient Maya, by Jackie Maloy • The Aztec Empire, by Sunita Apte • How to be an Aztec Warrior, by Fiona MacDonald • Arts and Crafts of the Aztecs and Maya, by Ting Morris • Ballplayers and Bonesetters: One Hundred Ancient Aztec and Maya Jobs You Might Have Adored or Abhorred, by Laurie Coulter • Aztec: Kids @ the Crossroads, by Laura Scandiffo

Web sites: • “The Mayas for Kids: Daily Life in the Maya Empire” - http://mayas.mrdonn.org/dailylife.html • “Mayan Kids” - http://www.mayankids.com/ • BrainPop Jr. – “Mexico” (free movie) – from 1:55 to 3:20.

Skiba – I Can Do It Too! p. 9 of 61 Lesson Number: 3 Social Studies Topic: Modern History Subject/Topic • Social Studies Areas • with math/critical thinking extension (timeline) • with writing extension (reflection)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators – Addressed 2.1c: Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

2.2a: Distinguish between past, present, and future time periods.

2.2b: Develop timelines that display important events and eras from world history.

2.2c: Measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BCE and CE as reference points.

2.2d: Compare important events and accomplishments from different time periods in world history.

2.3b: Gather and present information about important developments from world history.

Brief Summary of Lesson In this lesson, students will learn about modern Mexican history. First, the teacher will explain the Age of Exploration and describe Hernan Cortes’ arrival to the New World (landing in current-day Veracruz). Students will understand how the Europeans played a role in the demise of the Aztecs and the creation of cities, states, and the country of Mexico. Using a pre-created timeline that includes empty boxes for the insertion of important people in Mexican history, students will arrange the most prominent people in chronological order. By the end of this lesson, students will be able to identify key players in the shaping of Mexican history and the roles they played.

Performance Tasks: Assessment/ *Students will participate in a discussion about the Age of Exploration and how the arrival of the Europeans affect pre-Columbian societies. Evidence of

Mastery *Students will match the important people in Mexican history with their time periods.

*Students will reflect on the importance of certain people in Mexican history.

Lesson Vocabulary timeline, Age of Exploration, conquest Materials Needed Handout 3.1 (timeline with “Important People” images), Slide 3.1 Discussion for 1. Timelines – Ask students if they know the purpose of a timeline. Explain that Lesson a timeline is similar to the number line that we use in math, but that the numbers usually represent years. Discuss the fact that before the year zero,

Skiba – I Can Do It Too! p. 10 of 61 we generally use the symbols B.C. or B.C.E., and that after the year zero, we generally use A.D or C.E. Tell students that they will be using a timeline today to examine the recent history (last 500 years) of the country that is now

Mexico. After handing out the timeline, show students that the numbers count Handout 3.1 up from zero regardless of whether you go left or right on the timeline. Have

students look at the timeline to identify the heights of the Mayan and Aztec

civilizations (from yesterday’s conversation).

2. Age of Exploration – If you have already studied Christopher Columbus, link

back to that discussion. Remind students that once Columbus landed in the

New World, it opened the door for more sailors to explore and travel across

the Atlantic Ocean. Using a map or GoogleEarth, draw a line from Spain

towards the inner curve of Mexico (present-day Veracruz) to show one of the

routes taken by Hernan Cortes. A small island near Quiahuiztlan, Veracruz is

the spot where Cortes landed with his crew and destroyed his ships (so that Slide 3.1 there was no turning back).

3. The Spanish Conquest – Ask students to partner talk about how they think

the Europeans and native peoples got along, and have them share. Then explain

to students that many of the Europeans did not treat the people in the new

world with respect. They often made alliances with small native groups to

overthrow more powerful people, in search of gold and other priceless goods,

leaving a trail of destruction throughout the area. Eventually, the Europeans

took over many of the native civilizations, including the Aztec Empire, ruled by

the notorious Moctezuma II. This fueled the beginning of European influence

and eventually turned Mexico into a Spanish-speaking country with a central

government.

4. Timeline Activity – Have students look back at the timeline and explain that Handout 3.1 they will now learn about some of the most important people in recent Mexican history. These people contributed to creating the state of Mexico that currently exists. Using the clues accompanying each picture, students should decide on their place in the timeline. Students will cut out the pictures and paste them into the timeline template.

Extensions Students can take the activity further by: • choosing one important person in Mexican history, doing research with books or on the Internet, and writing a biography about the person. • adding additional events to the timeline. • writing a diary entry from the point of view of one of the important people in Mexican history. • making a timeline to represent their own life’s history. • turning the picture cards into a game like Concentration or Guess Who? Additional Books: Resources • Where Fireflies Dance, by Lucha Corpi (Picture Book read aloud) • Cortés: Conquering the Powerful Aztec Empire, by Carl R. Green

Skiba – I Can Do It Too! p. 11 of 61 Lesson Number: 4 Social Studies Topic: Cultural Awareness: Daily Life – Urban vs. Rural Subject/Topic • Social Studies Areas • with art extensions (designing, coloring) • with writing/critical thinking extensions (comparison chart)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators - 2.1c: Study about different world cultures and civilizations focusing on their Addressed accomplishments, contributions, values, beliefs, and traditions.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

Brief Summary of Lesson In this lesson, students will distinguish between urban and rural communities and study daily life in Mexico, including housing, transportation, and clothing. Students should understand that people in rural towns tend to make less money than those in cities, which affects what their homes look like, the food they eat, what they wear, and how they get around. During the discussion, the teacher will show photographs of houses, clothing, and transportation in both settings. As a final activity, students will be asked to design clothing for a paper doll based on images of indigenous dress they saw during the lesson.

Performance Tasks: Assessment/ *Students will complete a comparison chart to better understand the differences and similarities between rural and urban life. Evidence of

Mastery *Using photographs of clothing as models, students will design their own rural-style piece of clothing for a paper doll.

Lesson Vocabulary rural, urban, transportation Materials Needed Handout 4.1 (Rural/urban comparison chart), images of clothing and transportation in Mexico (Slides 4.1–4.7), Handout 4.2 (paper doll handout – teacher might want to cut the dolls/clothes out to speed up the activity), scraps of construction paper, crayons/colored pencils/markers

Discussion for 1. Rural versus Urban – To start off this lesson, the teacher should refer back Lesson to the lesson on geography and remind students that the Mexican land is diverse. There are some major cities in Mexico (urban areas), but there are

also small towns and villages, along with scattered houses throughout the SmartBoard to project a countryside (rural areas). If the teacher has a subscription to BrainPopJr. (or, BrainPop movie orders a free trial), play the movie “Rural, Suburban, and Urban” to better Skiba – I Can Do It Too! p. 12 of 61 teach this point. Since these areas are so different, it is not unusual to find very different housing, transportation, and clothing in each. As each topic below is discussed, allow students 3–4 minutes to fill in their comparison chart.

Handout 4.1 2. Houses – The teacher should explain that when people live in urban communities, they tend to have apartments or houses, usually for one family. In rural communities, the houses tend to be smaller, have fewer amenities (electricity, hot water, heat, etc.), and house extended families or more than one family. Slides 4.1–4.2 3. Transportation – The teacher should explain that in urban communities, some people have cars (the city of Puebla is famous worldwide for its car production), and many people use trains (in Mexico City), public buses, or taxis. In rural areas, these types of transportation are less common and you find more people riding bicycles, walking, or even riding horses or being pushed in Slides 4.3–4.4 hand-taxis (this is a way for local people to make money).

4. Clothing – The teacher should explain that people in Mexico wear different types of clothing, depending on their socio-economic status and the region they live in. In the major cities, most people wear modern clothing, similar to the types worn in the United States (jeans, t-shirts, dress pants, dress shirts). However, in the more rural areas, especially the southeastern part of the country (where there are many people of indigenous descent), people wear Slides 4.5–4.7 more traditional clothing. Some people also wear traditional clothing for special events like weddings, funerals, performances, and holidays. Some towns/regions are known for their own special designs, such as the purple/blue floral patterns of Zinacantan, Chiapas.

5. Activity – Making Mexican Clothing for a Paper Doll – Once the discussion on urban versus rural life is finished, the students will have the chance to design their own versions of indigenous Mexican clothing for a paper doll. Students have the choice of designing for a boy or a girl. Remind students to Handout 4.2 think about the colors, patterns, and accessories that are used in rural areas (keep the pictures up for students to refer to), but they do not have to copy Colored pencils, crayons, them. In fact, designs should be their original work! and/or markers Extensions Students can take the activity further by: • writing a story about the boy or girl for whom they have designed their clothes. • making a store advertisement for the clothes. • writing an essay or paragraph about how rural life is similar to and different from urban life. Additional Books: Resources • What Can You Do with a Rebozo? Que Puede Hacer Con Un Rebozo?, by Carmen Tafolla (Picture Book read aloud) • The Skirt, by Gary Soto • Grandma and Me at the Flea, by Juan Felipe Herrera

Skiba – I Can Do It Too! p. 13 of 61 Lesson Number: 5 Social Studies Topic: Cultural Awareness: Music and Dance Subject/Topic • Social Studies Areas • with music extensions (listening to and examining music) Standards and/or Sub-Standards NYS Social Studies Performance Indicators - 2.1c: Study about different world cultures and civilizations focusing on their Addressed accomplishments, contributions, values, beliefs, and traditions.

2.3a: Understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

2.4c: View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Brief Summary of Lesson In this lesson, students will learn about music in Mexico. Students will have the opportunity to hear several types of music (sometimes accompanied by videos of dancing), and make conclusions about what they hear. They will also be asked to compare it to the music that they listen to in the United States. Students will understand that music is a very important part of Mexican culture and is played at funerals, fiestas, special shows (ballet, jazz concerts), and more. At the end of the lesson, students will read the lyrics for “Las Mañanitas,” a traditional Mexican birthday song, and reflect on its style.

Performance Tasks: Assessment/ *Students will use a Venn diagram to compare and contrast styles of traditional dance in Mexico with folk dancing in the United States. Evidence of

Mastery *Students will compare and contrast the birthday song in Mexico with the birthday song in the United States.

Lesson Vocabulary traditional, mariachi Materials Needed Music/video for the song “Cotton-Eyed Joe”, Handout 5.1 (compare/contrast dance and music), Handout 5.2 (Las Mañanitas), Slides 5.1–5.2 Discussion for Lesson 1. Music and Dance as Cultural Indicators – Begin a discussion with students about the importance of music and dance in a society. First have them think

about the music they hear. Where do you listen to music? (parties, radio)

Skiba – I Can Do It Too! p. 14 of 61 Where else is music played? (Weddings, funerals, on television, school performances, etc.) How is music important to our society? Then ask students Music and/or video for to think about when dancing is involved with music. What types of music do the song “Cotton-Eyed people dance to? (Hip hop, pop, country, classical, etc.) What traditional types Joe” (try of dance might we see in the United States? (Square dancing, line dancing, www.youtube.com) Waltz, etc.). *Try to play a traditional folk song like “Cotton-Eyed Joe” and/or show a video of it played with a line dance to give a better example.*

2. Music and Dance in Mexico – Explain to students that music is very important in Mexico and is heard in many places around the country. Some examples include at parties (fiestas), weddings, funerals, and sometimes even during lunchtime in restaurants. A famous type of Mexican music is that played by mariachi bands. A mariachi band usually consists of four to seven men with instruments such as the violin, vihuela, guitarrón, and trumpet. The men are Slide 5.1 usually dressed in traditional outfits and sometimes sing serenades. Two specific examples of when Ms. Skiba heard a mariachi band was inside a church in the Mayan town of San Juan Chamula, Chiapas, where a mariachi band played for a funeral, and while on a trajinera, or small boat in the canals of Xochimilco, Mexico City.

3. Traditional Mexican Music and Dance – Since you’ve likely played an example Slide 5.2 of traditional American music, tell students that they will now compare it to traditional Mexican music and dancing. The video on slide 5.2 was taken at a Folkloric Dance Show at Universidad Autónoma de Yucatán in Merida. As they watch the video, ask students to think about the music they hear and the dancing they see. What instruments do you hear? Do any of the tunes repeat? How are the dancers moving? *Have students fill in the Venn diagram to show the similarities and differences between the two types of music and dancing.

Handout 5.1 4. Las Mañanitas – Ask students to name the song we sing in the United States when someone has a birthday (“Happy Birthday to You”). Tell students that there is a similar version in Mexico (“Feliz cumpleaños a ti”), but that there is also a more traditional song called “Las Mañanitas,” sometimes sung by a mariachi band. Tell students that they will read the lyrics for “Las Mañanitas” Handout 5.2 and its English translation. *After reading it, try to play a Spanish version for the students. One example is the rendition by Javier Solis (available on Javier Solis’ version of YouTube). On the same handout, have students identify important features of “Las Mañanitas” the traditional Mexican song and describe how it compares to the American (available on version of “Happy Birthday.” www.youtube.com) 5. Traditional differences – Have a conversation with students about how traditions play a different part in cultures around the world and ask them what they have learned about traditions in Mexico thus far. How does this compare to other cultures they have studied and/or experienced?

Extensions Students can take the activity further by: • finding additional songs/musical numbers by Mexican artists (on the Internet or from a CD; e.g., De Colores, Piñata, La Cucaracha) and comparing them to

Skiba – I Can Do It Too! p. 15 of 61 popular American songs • practicing the lyrics of Las Mañanitas as they listen to a traditional rendition. • attempting to recreate the traditional Mexican dances that they watch. • making maracas from coffee beans or rice and small jars to recreate sounds heard in Mexican music.

Additional Books: Resources • My Tata’s Guitar, by Ethriam Cash Brammer (recommended Picture Book read aloud) • Elena’s Serenade, by Campbell Geeslin • Estela’s Swap, by Alexis O’Neill

Web sites: • www.youtube.com: Javier Solis “Las Mañanitas”

Skiba – I Can Do It Too! p. 16 of 61

Lesson Number: 6 Social Studies Topic: Cultural Awareness: Art Subject/Topic • Social Studies Areas • with art extensions (sculpting) • with writing extensions (written reflections) Standards and/or Sub-Standards NYS Social Studies Performance Indicators - 2.1c: Study about different world cultures and civilizations focusing on their Addressed accomplishments, contributions, values, beliefs, and traditions.

2.3a: Understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

2.4c: View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Brief Summary of Lesson In this lesson, students will learn about art in Mexico. Students should understand that many people in Mexico consider themselves artists. They will learn that on a global scale, some very famous artists have come from Mexico, including the painters Frida Kahlo and Diego Rivera. Students will also learn that many people are artists on a local scale. They will be shown pictures of local people working at their craft and of various artworks produced in Mexico (including paintings, pottery, rugs, shirts, and more). At the end of the lesson, using a simple recipe, the teacher will make modeling clay and the students will handcraft a sculpture (plate, bowl, cup, animal figure, pendant, etc.).

Performance Tasks: Assessment/ *Students will participate in a discussion about Mexican artwork.

Evidence of *After viewing photographs of artists and artwork, students will write reflections Mastery about their observations and wonderings.

*Students will design their own sculptures, re-enacting some of the techniques they noticed from the images. Lesson Vocabulary artist, sculpture, pottery Materials Needed Chart paper, Slides 6.1–6.5, dough/clay for students to mold – teacher should try to make this ahead of time using flour & salt recipe (2 cups of flour, 1 cup of table salt, 1 cup of water, 1 Tbsp. of vegetable oil – knead for 8–10 minutes), pencils or sporks

Skiba – I Can Do It Too! p. 17 of 61 Discussion for Lesson 1. What is art? – Ask students to make a list in their notebooks of anything that they think would be considered art. Then ask students to share their

thoughts with one another and whole-class. Teacher should chart examples Chart Paper (paintings, sculptures, photographs, architecture, etc.).

2. Local Art in Mexico – After having a general discussion about art, the

teacher should explain that many of these types of artwork can be found in

Mexico. In fact, individual regions are often known for specializing in specific

forms of art. Some examples include: in San Bartolo Coyotepec (Oaxaca) Slides 6.1–6.3 villagers specialize in designing “black pottery” (Slide 6.1); in Amantanengo del

Valle (Chiapas) women craft dove sculptures (Slide 6.2); and various Examples of pottery or cooperatives in Teotitlan del Valle (Oaxaca) weave colorful rugs (Slide 6.3). textiles from these After students see the images of local art in Mexico, ask them for their areas, if available thoughts about how these artists learned how to make their product (many of

these artists learned their craft as children and grew up designing it) and why

these areas focus on only one type of art (the area becomes known for

producing this specialty; once a person is good at it then they can produce

multiple pieces in a short amount of time). In their notebooks, instruct

students to write 3–4 sentences about their observations and wonderings.

What did they notice about the art in Mexico? What questions do they have?

Salt Dough (“clay”) 3. Activity - Making our own sculptures – Tell students that it is now time for Pencils or sporks, to them to pretend to be Mexican artists. With the teacher having pre-created a make special accents to salt and flour dough mixture, the students will use “clay” to make small their work sculptures. Remind students that the artists in Mexico spent years learning

how to create their figures and that every piece is a little different.

Encourage students to create anything they want, but brainstorm a list of

ideas before they get started to prompt the “reluctant artists” (possible

ideas: animals, people, cups, bowls, plates, vases).

4. (Optional Discussion): Famous artists – Explain to students that while many of the local artists in Mexico are not well-known, there are a few whose art has become famous worldwide. They include the painters Frida Kahlo and Diego Rivera, both from the early- to mid-1900s. At this point, have a short discussion about types of paintings that artists can create (still-lifes, portraits, landscapes, etc.) and then explain that these two artists were known for a specific type of painting (Frida Kahlo: self-portraits; Diego Rivera: murals). Many of Frida’s self-portraits are in museums around the world, while Slides 6.4-6.5 many of Diego’s murals can be found at the National Palace and in other places around Mexico City and the world (Slide 6.4). An interesting fact to share is that on August 31, 2010, the Bank of Mexico issued a new 500-peso currency note that bears images of both Frida Kahlo and Diego Rivera (Slide 6.5).

Extensions Students can take the activity further by: • adding color to their clay sculptures with markers or paint. • writing a step-by-step instruction guide on how to design the sculpture that they crafted.

Skiba – I Can Do It Too! p. 18 of 61 • researching Frida Kahlo or Diego Rivera and writing a small biography. Additional Books: Resources • Mexican Folk Art Coloring Book, by Marty Noble • The Paint Brush Kid, by Clyde Robert Bulla • Frida, by Jonah Winter • Diego: Bigger than Life, by Carmen T. Bernier-Grand

Web sites: • Frida Kahlo Museum - http://www.museofridakahlo.org.mx/EluniversointimoINGLES.html • Salt Dough Recipe – http://www.ancientnile.co.uk/saltdough/php

Skiba – I Can Do It Too! p. 19 of 61

Lesson Number: 7 Social Studies Topic: Cultural Awareness: Language and Literacy Subject/Topic • Social Studies Areas • with language extensions (learning words in a new language) • with speaking extensions (practicing new words with one another)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators - Addressed 2.1c: Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

Brief Summary of Lesson In this lesson, students will learn about language in Mexico. Although many people assume that Spanish is the only language spoken in the country, students will learn that

there are actually hundreds of indigenous languages still spoken in rural areas. Students should understand that language is first learned in the home and then in school, and that some children can speak more than one language (they are bilingual or trilingual). At the end of this lesson, students will have the chance to learn a few words in Spanish. Divided into partners, students will work together to solve a word search using Spanish vocabulary. After completing the word search, students will use the same words to identify pictures of these objects on a separate handout.

Performance Tasks: Assessment/ *Students will participate in a discussion about language and language learning.

Evidence of *Students will complete a word search and a word matching game (if time permits). Mastery Lesson Vocabulary Indigenous, bilingual Materials Needed Handout 7.1 (Spanish word search), Handout 7.2 (Spanish word matching activity), Spanish-English dictionary, index cards (for flashcards, as an extension)

Discussion for 1. What is language? – Have a discussion with students about what language is Lesson and when/where we use language (speaking, reading, writing, listening). Allow students to share their own language experiences with each other (Do you

speak another language at home? Have you ever traveled to a country where they did not speak English? What did it sound like? What does it feel like when you do not understand someone?) .

2. Languages in Mexico – Ask students what language they think is spoken in Skiba – I Can Do It Too! p. 20 of 61 Mexico. Most students will likely say “Spanish.” While this is true, and Spanish is spoken by 92.7% of people, almost 7% of the population speaks indigenous, or native, languages. Remind students of the rural areas they http://www.quiz- studied in lesson 4 and explain that many people in rural southeastern Mexico buddy.com/Spanish_Phr still speak versions of Mayan and Nahuatl. You may want to give students ases_with_Audio.html the opportunity to listen to a few phrases in Spanish using the Web site

“Quiz Buddy.”

3. Learning languages – Have a discussion with students about where people first

begin to learn language (usually at home with their families). Then talk about

the purposes of school when it comes to language learning (read books, talk

with peers, learn new words and proper grammar, etc.). Ask students why

children should go to school and study their native language (to be able to

converse with others, to become literate, to go to college, etc.). Explain to

students that some people have been fortunate enough to learn more than one

language (Do any students in this class speak more than one language?). This is

called being bilingual. Some people in Mexico are bilingual (or even trilingual)

and have learned English so that they can interact with tourists.

4. Activity – Learning Spanish – Explain to students that there are many ways

for them to learn Spanish and that it would be written and spoken in most

Mexican cities and towns (billboards, menus, books, magazines, comic books, Handout 7.1 etc.). Now they will have the opportunity to become students of Spanish and

learn a few words in Spanish today. First, the students will complete a word Handout 7.2 search that has a Spanish-English Word Bank. Then, if time permits, students will complete a matching game referring back to the word search for help. In this matching game (possible homework, if time runs out), students will see words from the word search in the “Word Bank.” There will also be ten small pictures on the handout and students should write the Spanish words that match the pictures.

Extensions Students can take the activity further by: • using a Spanish-English dictionary to practice additional words. • making their own Spanish crossword puzzles. • making flashcards to practice the meanings of the Spanish words (include small pictures for added help).

Additional Books: Resources • Speak Spanish with Dora and Diego: Family Adventures!, by Pimsleur • The Everything Kids’ Learning Spanish Book: Fun Exercises to Help You Learn Español, by Laura K. Lawless • Let’s Learn Spanish Coloring Book, by Anne-Francoise Pattis • Spanish-English Picture Dictionary, by School Specialty Publishing

Web sites: • Rosetta Stone: Spanish (Latin America) - http://www.rosettastone.com/learn- spanish - A computer program designed to teach language by associating words with pictures.

Skiba – I Can Do It Too! p. 21 of 61 • ePals Global Community – http://www.epals.com/ - A social network for the K- 12 community. Provides the opportunity for classrooms around the world to connect with one another. Anyone interested must create an account and then search for classrooms in Mexico to partner with. • Quiz Buddy - http://www.quiz-buddy.com/Spanish_Phrases_with_Audio.html - A free site with various Spanish phrases. Click on them to hear pronounciation.

Other: • Spanish (Flash Kids Flash Cards), by Flash Kids Editors (available through Barnes and Noble – ISBN: 1411404653)

Skiba – I Can Do It Too! p. 22 of 61

Lesson Number: 8 Social Studies Topic: Cultural Awareness: Holidays Subject/Topic • Social Studies Areas • with math extensions (using a calendar) • with art extensions (designing)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators - 2.1c: Study about different world cultures and civilizations focusing on their Addressed accomplishments, contributions, values, beliefs, and traditions.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

NYS Math Standard – 2.PS.4 – Formulate problems and solutions from everyday situations (e.g., using the calendar).

Brief Summary of Lesson In this lesson, students will learn about various holidays celebrated in Mexico. First, students will discuss the difference between national holidays and non-national holidays (religious, commercial, just for fun, etc.). Then, students will be given a blank 2011 calendar and be asked to write the various national holidays and some non- national holidays in their respective date boxes. The teacher will explain the various ways holidays are celebrated (families getting together, having fiestas (parties), walking in parades, etc.). The teacher will also explain that most special occasions in Mexico are celebrated with colorful banners made of tissue paper or thin plastic, with cut out images and words. Students will then be given blank tissue paper and asked to create and cut out their own designs (to be hung for the unit’s celebration).

Performance Tasks: Assessment/ *Students will participate in a discussion about holidays and come up with a meaning for “national holidays.” Evidence of

Mastery *Students will fill in a blank calendar with national holidays in Mexico and selected non-national holidays.

*Students will design their own Mexican celebration banner.

Lesson Vocabulary calendar, national holiday, banner, celebration Materials Needed chart paper, Handout 8.1 (list of national/non-national holidays), Handout 8.2 (blank 2011 monthly calendars), Slides 8.1–8.2, tissue paper, scissors, string, glue or tape Discussion for 1. What are Holidays? – Chart a list of the holidays that students know about.

Skiba – I Can Do It Too! p. 23 of 61 Lesson Facilitate a discussion about why they are important to people. What holidays are celebrated in the United States? When are they celebrated? What specific holidays do you celebrate? How do we make holidays special (e.g., Chart paper food, decorations, visits to religious institutions, giving/receiving presents,

etc.).

2. Holidays in Mexico – Explain to students that there are many holidays

celebrated in Mexico and some are the same as in the United States (for

example: Easter, Christmas, and New Year’s). Other holidays are similar to

those in the U.S., but have different dates (i.e. Independence Day in the U.S.

is on July 4th, but in Mexico it is on September 16th…why?). Still other holidays

are celebrated in Mexico, but are not similar to U.S. holidays (Why is this

true? Where does the influences for these holidays come from? Many

holidays in Mexico are a fusion of European/Spanish Catholic influences and

native traditions). These include Día de los Muertos (Day of the Dead), where

deceased family members are honored and celebrated, and Dia de la Candelaria

(Day of the Candles), a religious holiday where many streets in Mexico are

decorated with lanterns and families eat tamales.

3. Religion and Mexican Holidays – Students should understand that the

Catholic religion is very important to many people in Mexico. Some of the

national holidays and many non-national holidays are religious in nature. You

might want to share the story of Juan Diego with your students – Juan Diego

was an indigenous man who lived in Mexico in the mid-1500s. In 1531, he

reportedly saw the image of the Virgin of Guadalupe (the Mexican version of

the Virgin Mary). According to the story, the woman he saw told him to bring a

message back to the local people and build a shrine for her on that site. When

the villagers did not believe him, Juan Diego saw the woman again. She told

him to collect petals from the roses atop the hill in his cloak and bring it to the

bishop. When he opened the cloak for the bishop, the image of the Virgin of

Guadalupe was stained in the fabric. The original cloak is still on display at the Slide 8.1 Basilica of Our Lady of Guadalupe in Mexico City.

4. Calendar Activity – Give students a copy of the list of holidays and blank Handouts 8.1–8.2 calendar. Tell students that their job today is to write the national and non-

national holidays on their respective dates on the monthly calendars. *The list Possible Web site to of holidays is not complete, but can be added to by visiting various public Web visit: sites. http://www.mexonline.co m/holiday.htm 5. Celebratory Banner – If time permits, students can design their own

celebration banners to hang in the classroom. Banners of this type (called Slide 8.2 papel picado) are seen throughout Mexico and are usually made on either thin

plastic or tissue paper. The banners are often multi-colored and include small Tissue paper, scissors, cut-outs of images or words related to the celebration. Sometimes string, glue or tape restaurants or businesses have them made to celebrate an anniversary; even

small villages have their names cut into banners which are then hung around Crayola Web site: the town (especially in or near the zócalo (town square)). To complete this http://www.crayola.com/ activity, students take a piece of tissue paper and fold it over 2–4 times so crafts/detail/colorful- that they have a small square. Using scissors, the students should cut small cut-paper-banners-

Skiba – I Can Do It Too! p. 24 of 61 craft/ designs out of the square and then unfold the paper. To hang the banners, fold the very top of the tissue paper over a piece of string and glue or tape it. A more detailed description of the activity can be found on the Crayola Web site.

Extensions Students can take the activity further by: • researching one of the holidays in-depth and then writing a “Day in the Life” entry on how this day is celebrated, from early morning until the evening. • choosing a holiday and designing a greeting card to send to a friend.

Additional Books: Resources • The Day of the Dead (el Dia de los Muertos), by Bob Barner • Going Home, by Eve Bunting • Too Many Tamales, by Gary Soto • Uno, Dos, Tres, Posada!, by Virginia Kroll • Piñatas and Smiling Skeletons: Celebrating Mexican Festivals, by Zoe Harris

Web sites: • “The Mayas for Kids: Daily Life in the Maya Empire” - http://mayas.mrdonn.org/dailylife.html • “Mayan Kids” - http://www.mayankids.com/ BrainPop Jr. – “Mexico” (free movie) – from 5:51 to end.

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Lesson Number: 9 Social Studies Topic: Cultural Awareness: Economics Subject/Topic • Social Studies Areas • with math extensions (multiplying, money conversion, making change)

Standards and/or Sub-Standards NYS Social Studies Performance Indicators - 2.1c: Study about different world cultures and civilizations focusing on their Addressed accomplishments, contributions, values, beliefs, and traditions.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

4.1c: Know that scarcity requires individuals to make choices and that these choices involve costs.

NYS Math Standard - 3.M.7: Count and represent combined coins and dollars, using currency.

Brief Summary of Lesson In this lesson, students will understand the way that money is used in Mexico. First, students will be given actual representations of the money (if a teacher does not have his/her own samples, money can be exchanged at a local exchange center) to examine and discuss with their classmates. They will describe the similarities/differences with American money. Then students will cut out their money and “go shopping” in their classroom. Students will alternate buying and selling, but since prices will be listed in American dollars, students will need to use a conversion chart to decide how many pesos they need to give the cashier. By the end of the lesson, each student will have had the opportunity to “purchase” items from a “Mexican tienda” (store) using his/her pretend pesos.

Performance Tasks: Assessment/ *Students will compare/contrast the Mexican peso with American money. Evidence of *Students will count the number of pesos they have to use for “shopping.” Mastery

*Students will use a conversion chart to convert American dollars to Mexican pesos.

*Students will make change when needed during a pretend transaction.

Lesson Vocabulary Peso, tienda, convert Materials Needed Examples of American and Mexican money (likely found at a bank or a currency exchange booth in or near an airport), envelopes, Handout 9.1 (images of Mexican

Skiba – I Can Do It Too! p. 26 of 61 money), Handout 9.2 (Using money in Mexico), Handout 9.3 (Conversion sheet), Handout 9.4 (Items to buy) Discussion for Lesson 1. Money in Mexico – Explain to students that today’s lesson will focus on learning about money in Mexico and that they will have the chance to pretend

that they are shopping in a Mexican tienda (store). Teachers should try to have Examples of American examples of both American and Mexican money. If actual models are not and Mexican money available, teacher should print out an extra copy of handout 9.1. The teacher

should pass around the Mexican pesos, bills and coins, and examples of

American bills and coins. Ask students to record their observations in their

notebooks and then ask them to verbally compare and contrast the two

versions of money (teacher can chart this in the classroom).

2. Money for Students – Give each student a sheet of “Mexican pesos.” Go Handout 9.1 through each denomination with the students, explaining that when we leave

the United States, money is not worth the same amount. Although the

currency rates vary, the best explanation is that 10 Mexican pesos are almost

equal to 1 U.S. dollar. So even though someone might have a 50 peso bill, it is

only worth about 5 U.S. dollars, a 100 peso bill equals about 10 U.S. dollars, etc.

Also explain that the 10, 5, 2, and 1 peso are represented in coins and equal

about $1, 50₵, 20₵ and 10₵, respectively. Now have the students cut out

their Mexican pesos and place their money in an envelope (you might want Envelopes students to write their names on the backs of the bills/coins).

3. Converting Money – Give each student a copy of the monetary conversion Handout 9.3 sheet and show students that the money amounts have already been translated

for them. In the activity they are going to complete, they must convert the For current exchange prices on the items from U.S. dollars into Mexican pesos and decide how much rates, you should access the item will cost in pesos. Then they will pay for the item in pesos and receive http://www.xe.com/ pesos in change. *Scaffold for struggling learners: Change the prices of

the items to Mexican pesos, so that no conversion is necessary.

4. Re-create a souvenir store setting – Break the class into two groups – one to Handout 9.4 sell and one to buy; after 8–10 minutes, they will switch roles. Make sure that

enough copies of the items have been made (about 10 each) and have them

cut out prior to the activity. Students will walk around the tienda and

choose souvenirs to purchase from their “trip” to Mexico, giving the pesos they Handout 9.2 cut out and receiving the same in change. Students should use their conversion charts for reference and record their purchases on their record sheet.

Extensions Students can take the activity further by: • making a “shopping list” before they get started. • writing a receipt for the items they “purchased”. • practice “bartering,” or trading, with classmates – using their “purchased” items and any leftover money they have.

Additional Books: Resources • Estela’s Swap, by Alexis O’Neill Skiba – I Can Do It Too! p. 27 of 61

Lesson Number: 10 Social Studies Topic: Cultural Awareness: Food and Drink Subject/Topic • Social Studies Areas • with writing extensions (writing a menu) Standards and/or Sub-Standards NYS Social Studies Performance Indicators - Addressed 2.1c: Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

2.3c: Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices.

2.4b: Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world.

Brief Summary of Lesson In this lesson, students will learn about food and drink in Mexican society. Students will understand that there are three main meals in Mexico, similar to that in the United States. They will learn the Spanish names as desayuno (breakfast), almuerzo (lunch) and cena (dinner). Students will learn about the role that the soft drink companies Coca-Cola and Pepsi play in Mexican society. At the end of the lesson, having learned that most meals in Mexico include the tortilla, students will make their own tortillas by reading a recipe.

Performance Tasks: Assessment/ *Students will use the words desayuno, almuerzo, and cena to refer to the typical meals in Mexico. Evidence of

Mastery *Students will read a recipe to make their own tortillas (to be made for the celebration).

Lesson Vocabulary tortilla, desayuno, almuerzo, cena Materials Needed Handout 10.1 (tortilla recipe card), Slides 10.1–10.2, basic tortilla recipe ingredients (water, flour, salt – teacher might want to make the dough ahead of time to speed up the activity), “A Kid’s Guide to Mexico” (pg. 11)

Discussion for

Lesson 1. Importance of Food – Begin the lesson with a discussion about food and drink, and how it relates to any society. Why is food important to people? How does

food bring family and friends closer together? What meals do people usually

eat? How do meals differ in different societies?

2. Food in Mexico – Explain to students that food and drink are very important in

Mexican society and meals often bring the family together. Students and Skiba – I Can Do It Too! p. 28 of 61 parents sometimes travel home from school and work during lunchtime so that they can eat with their families. There are three main meals eaten in Mexico, similar to the United States. They are: desayuno (breakfast), almuerzo (lunch), and cena (dinner). There are typical foods, like tortillas and soup, and exotic foods, such as chapulines (fried grasshoppers) and escamoles (cooked Slide 10.1 ant eggs). You can also have students read page 11 of “A Kid’s Guide to Mexico” E-Book (pg. 11) and discuss food in the country.

3. The roles of Coca-Cola and Pepsi – Coca-Cola and Pepsi play big roles in Mexican society for two reasons. First, many people of indigenous descent see the soft drinks as a part of their spiritual cleansing. They feel that the carbonation in the drinks help to release the bad spirits in their bodies, especially when they are sick (this happens when people “burp”). The second role that the soft drink companies play in Mexico is that they are often sponsors of recreational areas in and around Mexican schools and parks. For example, some schools have brand new basketball courts and soccer fields with Slide 10.2 the Pepsi or Coca-Cola logo painted everywhere. This is done with the agreement that the school or building will have that company’s vending machine in a lunch area or courtyard. Have a discussion with students: In a time when healthy eating is at the forefront of discussion in the United States, how “ethical” is it of the soft drink companies to promote themselves by painting their logos around educational institutions in Mexico?

4. Make our own tortillas – In preparation for the unit celebration, students will Handout 10.1 make tortillas, a Mexican staple, to enjoy. In groups of 4–6, students can combine the ingredients (or the teacher can do this ahead of time), divide the dough among themselves and then roll out into thin circles. Teacher should divide the shaped tortillas with wax paper and take them home (or send to school kitchen) to bake. The teacher can label individual tortillas with student names by using an edible marker. Pre-made dough or the ingredients for students Easy Recipe from http://www.parenthacks.com/2007/07/easy-cooking-pr.html to make it themselves: 1 cup flour flour, salt, water ¼ teaspoon salt ½ cup water (makes about 4-6 tortillas)

The “Texas Cooking” Web site adds baking powder, vegetable oil, and milk (instead of water), with a slightly more complicated process: http://www.texascooking.com/features/sept98flourtortillas.htm

Extensions Students can take the activity further by: • researching the nutritional information for different types of Mexican foods and putting the data into a chart. • looking through cookbooks for additional authentic Mexican recipes. • writing a letter to Coca-Cola or Pepsi, persuading them to encourage healthy food/drink options in Mexican schools.

Skiba – I Can Do It Too! p. 29 of 61 Additional Books: Resources • A Mexican Feast: The Food and Recipes of Mexico, by Ira Wood • Festive Foods: Mexico, by Sylvia Goulding • Hola! Jalapeño, by Amy Wilson Sanger • Mexico (A World of Food series), by Geoff Barker

Web sites: • BrainPop Jr. – “Mexico” (free movie) – from 4:23 to 5:02. • Tortilla recipes – http://www.parenthacks.com/2007/07/easy-cooking-pr.html http://www.texascooking.com/features/sept98flourtortillas.htm

Skiba – I Can Do It Too! p. 30 of 61 Lesson Number: 11 Social Studies Topic: Celebration Subject/Topic • Social Studies Areas • with speaking extensions (sharing favorite project)

Standards and/or Sub-Standards NYS English Language Arts Standard – Addressed 4: Students will read, write, listen, and speak for social interaction.

Brief Summary of Lesson In this lesson, students will celebrate their unit on Mexico. During this period, Mexican music will be played and samples of Mexican food will be served. Many of the items from the unit will be displayed, including the papel picado banners, the paper dolls, and the sculptures the students created. Each student will have the opportunity to pick his/her favorite activity of the “I Can Do It Too!” unit and present his/her work to the class. At the end of the lesson (and now, the unit), students will complete the “What I Learned” column on their K-W-L chart and look back on their initial understandings and whether or not their questions were answered from the “What I Want to Know” column. As a final activity, students will complete a reflection sheet on the unit (which can go into a student’s portfolio, if one is required by the school).

Performance Tasks: Assessment/ *Students will speak with each other about their favorite projects completed during Evidence of the unit.

Mastery *Students will reflect on the “What I Know” and “What I Want to Know” columns of their K-W-L chart and complete the “What I Learned” column of their K-W-L chart.

*Students will reflect back on the entire unit, highlighting their favorite parts and most significant understandings.

*Students will celebrate the unit by enjoying a typical Mexican fiesta.

Lesson Vocabulary celebration, fiesta, authentic Materials Needed Examples of projects from the “I can do it too!” unit, K-W-L chart (Handout 0.1), any food and drinks made/purchased, Handout 11.1 (student reflection)

Discussion for Lesson 1. Welcome – Welcome students to the celebration and let them know that this fiesta is in honor of their completion of the “I Can Do It Too!” unit on Mexico.

Talk briefly about the different lessons conducted during the unit—geography,

history, and cultural awareness—and the various activities they completed.

Remind them that they should have started to feel like they were actually

visiting Mexico!

2. K-W-L – Hand back the K-W-L charts that the students completed in the Handout 0.1 beginning of the unit. Give them a few minutes to review the two columns they

wrote in – “What I Know” and “What I Want to Know.” Tell them that this is Skiba – I Can Do It Too! p. 31 of 61 the opportunity to clear up any misunderstandings they might have had in the “What I Know” column and to see if they answered the “What I Want to Know” questions. Then they can reflect on each column and input any new information in the “What I Learned” column.

3. Share – Students should be prepared to share one of their favorite activities from the “I Can Do It Too!” unit. Reiterate to students that it should be a Projects completed by project that helped them understand Mexican culture and feel like they were students during the unit doing something authentic. Allow each student the chance to take out (or if hung in the room, to take down) the project that he or she is the most proud of. Then in groups of 4–5, have students share with each other about which project is their favorite, why it is special to them, and how it made them feel like they were a part of Mexican society and culture.

4. Reflection – Give students a reflection sheet and allow them 5–7 minutes of Handout 11.1 quiet time to think back to the different lessons in the unit. They can take out their notebooks and/or projects if they need to. *This sheet can go into a student’s portfolio if your school requires one.*

5. Enjoy a fiesta! – This might be the perfect time to read aloud Mice and Beans Mariachi music, piñata, and have a fiesta to celebrate the unit. Some suggestions to make the Mexican style foods celebration feel more authentic: play mariachi music; buy a piñata and fill it (most recipes can be with treats and then have the students break it open; serve typical Mexican found on the Internet) dishes like sopa de tortilla (tortilla soup), platanos (fried plantains), arroz con frijoles (rice and beans), tostadas (the tortillas the students made served with different vegetables and meat on top), and guacamole.

Extensions Students can take the activity further by: • writing a letter to the teacher describing what he/she has learned during the unit. • sharing their understandings and their projects with their friends and family.

Additional Resources Books: • Mice and Beans, by Pam Munoz Ryan (recommended Picture Book read aloud)

Web sites: • Mexican food recipes: http://allrecipes.com//Recipes/world-cuisine/latin- america/mexico/Main.aspx

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Name: ______Date: ______

Mexico: Land, history, and culture

What I Know What I Want to know What I Learned

Handout 0.1

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Name: ______Date: ______

Maps of Mexico

Where is Mexico on the world map? Outline it in green and color it red!

Where is Mexico in North America? Outline it in green and lightly color it red!

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Handout 1.2 Skiba – I Can Do It Too! p. 35 of 61 Name: ______Date: ______

Geography of Mexico: My Reflection

As I created my map of Mexico, I learned that Mexico has many natural features. They include: ______

If I could visit Mexico, I would want to travel to: (choose one)

the desert the mountains the rainforest the coast (where the water meets land)

I chose this part of Mexico because ______

Here’s a picture of me visiting this part of Mexico:

Handout 1.3

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Name: ______Date: ______

Comparing the Aztecs and Mayans

Aztecs Mayans Where was this civilization located?

When did this civilization make its greatest accomplishments?

Who were the rulers, or people in charge, of this group?

What special contributions did these people make?

What happened to this group of people?

Handout 2.1

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Handout 2.2

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Handout 2.3 Skiba – I Can Do It Too! p. 39 of 61

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Name: ______Date: ______

Urban Communities versus Rural Communities

Directions: As the teacher explains the differences between urban and rural communities, and shows images of each, fill in the chart below with important things that you notice.

Urban Communities Rural Communities Housing

Transportation

Clothing

In what ways are the urban communities and rural communities of Mexico different? ______

Handout 4.1

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Handout 4.2

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Name: ______Date: ______

“Las Mañanitas” – A traditional Mexican birthday song

Estas son las mañanitas, que cantaba el Rey David, Hoy por ser día de tu santo, te las cantamos a ti, Despierta, ______, despierta, mira que ya amaneció, Ya los pajarillos cantan, la luna ya se metió.

Que linda está la mañana en que vengo a saludarte, Venimos todos con gusto y placer a felicitarte, El día que tú naciste nacieron todas las flores, en la pila del bautismo cantaron los ruiseñores.

Ya viene amaneciendo, ya la luz del día nos dio, Levántate de mañana, mira que ya amaneció. ------These are the little mornings in which King David used to sing, To the beautiful girls, we'll sing them this way. Wake up, ______, wake up, Look, it's already dawning The little birds already are singing, the moon has gone away.

How beautiful is the morning in which I'm coming to greet you We all are coming with joy and are happy to congratulate you

The day that you were born all flowers were born too, In the baptismal, the nightingales are singing.

Day is already breaking and the light the day is making Gets us up in the morning, Look, it's already dawning. Translation from Mama Lisa’s World: http://www.mamalisa.com.

1. How is this song different from the modern American version of “Happy Birthday to You”? ______

2. Which song do you like better – “Las Mañanitas” or “Happy Birthday to You”? Why? ______

Handout 5.2

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Name: ______Date: ______

Spanish Vocabulary Word Search

Directions: Search for the underlined words in the word search—they can go in any direction. Cross off each word in the Definition Box after you find it.

P E H C O C A E J A P C P X A A A L E U C S E J L D P T T C R J R E Z R R F A P Q R A K R Q O R R E P K Y V O E U J B R U Q S X Q T A N E N G A S M L E T S U W O B R L A B C L R O L F Z F F H D U F T Q M F Y B D E K V Y A E A Q O N U K J L O J O N M G I D K U D I E A C O B W O A K D N U W T D K N A R I Z T J Q D E R D A P V S X X L O V P V X I P G M R C A S A X O Q A D I T E Z H O J W J N

Definition Box

la casa – house el perro – dog el gato – cat

la madre – mother el padre – father la escuela – school

la tienda – store el teléfono – telephone el coche – car

el tren – train el agua – water el parque – park

la playa – beach el ojo – eye la nariz – nose

la boca – mouth la flor – flower uno - one

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Name: ______Date: ______

Identifying Spanish Vocabulary Words

Directions: Using the words from today’s word search, write the word that matches each picture. Cross the word from the Word Bank as you use it.

= ______= ______

WORD BANK

la casa el perro = ______= ______la boca la flor el tren

el ojo

el coche la nariz = ______= ______el gato

la playa

= ______= ______

= ______= ______

Handout 7.2

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Name: ______Date: ______Holidays in Mexico

Directions: Below is a small list of some national and non-national holidays that are celebrated in Mexico. Using this list, write the holidays on the 2011 monthly calendars handout. Think about how the holidays in Mexico are similar to and different from those in the United States.

National holidays in Mexico: • January 1: Año Nuevo (New Year’s Day) • February 5: Constitution Day • February 24: Flag Day • March 21: Birthday of Benito Juarez • March-April: Semana Santa (Holy Week) – the week ending with Easter Sunday o 2011: April 18-24 • May 1: Primero de Mayo (Labor Day) • May 5: Cinco de Mayo • May 10: Mother’s Day • June 1: Dia de la Marina (Navy Day) • September 16: Independence Day • October 12: Dia de la Raza (Columbus Day) • November 20: Anniversary of the Mexican Revolution • December 12: Flag Day • December 25: Navidad (Christmas)

Non-national holidays: • February 2: Día de la Candelaria (streets are decorated with lanterns) • April 30: Día del Niño: Children’s Day (celebrated in schools with gifts, cakes, festivals, etc.) • First 2 Mondays after July 16: Guelaguetza dance festival (in Oaxaca) • November 2: Día de los Muertos (Day of the Dead)

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Name: ______Date:______

Identifying Holidays in Mexico

Directions: Use the list of national and non-national holidays in Mexico to fill in the monthly calendars below. Write the name of the holiday in the box on its respective date.

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Handout 8.2

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Handout 9.1

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Name: ______Date: ______

Economics: Using Money in Mexico

Step One: Cut out the money from the Money worksheet and put it in your envelope wallet.

Step Two: Make sure you have a copy of the American Dollar – Mexican Peso conversion chart.

Step Three: Travel around your classroom to purchase Mexican items. Remember: The items are listed in American dollars. You have to convert the prices to Mexican pesos before you pay for them!

Step Four: Fill in your sheet below to keep track of the pesos you spend. You can only spend as much as your money allows!!! Remember: You have $445 pesos!

Name of Item Price in American Price in Mexican Amount of Money I Dollars Pesos have spent so far (in Mexican pesos)

Total amount I spent (in Mexican pesos): ______

Total amount I have left over (in Mexican pesos): ______Handout 9.2

Skiba – I Can Do It Too! p. 51 of 61 American Dollar – Mexican Peso American Dollar – Mexican Peso Conversion Chart Conversion Chart U.S. Dollars Mexican Pesos U.S. Dollars Mexican Pesos $0.10 1 peso $0.10 1 peso $0.20 2 pesos $0.20 2 pesos $0.50 5 pesos $0.50 5 pesos $1 10 pesos $1 10 pesos $2 20 pesos $2 20 pesos $5 50 pesos $5 50 pesos $10 100 pesos $10 100 pesos $20 200 pesos $20 200 pesos

*For this activity, when you change money *For this activity, when you change money from U.S. dollars to Mexican pesos, you from U.S. dollars to Mexican pesos, you multiply the USD by 10. multiply the USD by 10.

*In December 2010, this was about the *In December 2010, this was about the exchange rate. The actual rate was exchange rate. The actual rate was 1.00USD = 12.32MXN 1.00USD = 12.32MXN

American Dollar – Mexican Peso American Dollar – Mexican Peso Conversion Chart Conversion Chart U.S. Dollars Mexican Pesos U.S. Dollars Mexican Pesos $0.10 1 peso $0.10 1 peso $0.20 2 pesos $0.20 2 pesos $0.50 5 pesos $0.50 5 pesos $1 10 pesos $1 10 pesos $2 20 pesos $2 20 pesos $5 50 pesos $5 50 pesos $10 100 pesos $10 100 pesos $20 200 pesos $20 200 pesos

*For this activity, when you change money *For this activity, when you change money from U.S. dollars to Mexican pesos, you from U.S. dollars to Mexican pesos, you multiply the USD by 10. multiply the USD by 10.

*In December 2010, this was about the *In December 2010, this was about the exchange rate. The actual rate was exchange rate. The actual rate was 1.00USD = 12.32MXN 1.00USD = 12.32MXN Handout 9.3 Skiba – I Can Do It Too! p. 52 of 61

Handout 9.4a

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Handout 9.4b

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Handout 9.4c

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Mexican Tortilla recipe Ingredients: Instructions: 1 cup flour 1. Combine the flour and salt in a large bowl. ¼ teaspoon salt 2. Make a hole in the center of the mixture and slowly add water. ½ cup water 3. Mix well until a dough starts to form. 4. Knead for about 1-2 minutes, adding more flour as necessary. 5. Divide the dough into 4-6 separate parts. 6. Roll each piece into a thin 5-inch circle. 7. Cook in an ungreased skillet over medium heat until brown spots start to appear. Makes 4-6 tortillas

Mexican Tortilla recipe Ingredients: Instructions: 1 cup flour 1. Combine the flour and salt in a large bowl. ¼ teaspoon salt 2. Make a hole in the center of the mixture and slowly add water. ½ cup water 3. Mix well until a dough starts to form. 4. Knead for about 1-2 minutes, adding more flour as necessary. 5. Divide the dough into 4-6 separate parts. 6. Roll each piece into a thin 5-inch circle. 7. Cook in an ungreased skillet over medium heat until brown spots start to appear. Makes 4-6 tortillas

Handout 10.1

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Name: ______Date: ______

“I Can Do It Too!” – Unit of Study on Mexico

My Reflection

1. Which lesson did you think was the most interesting? Why? ______

2. What activity did you enjoy the most? Why? ______

3. Which lesson(s) or activities made you feel like you were actually visiting Mexico? Why? ______4. Write two things you can tell someone about Mexico if they have never learned about it or have not been there: 1. ______

2. ______

Handout 11.1

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Student’s Name: ______Date: ______

Evidence of Mastery, assessed by ______

Lesson 1: Geography • Student is able to identify Mexico on a world map and a continent map (circle one):

Mastered Not Mastered

• Student is able to design a map of Mexico, identifying key land features and including a key:

1 2 3 4 The map of Mexico The map of Mexico The map of Mexico The map of Mexico is is missing most or is designed with is designed according designed accurately. all major land some major land to directions, but All land features features. The map is features missing or some parts are discussed are not neat. An inaccurately placed. missing or inaccurate. included. The map is accurate key is not The map may not be The map is mostly decorated neatly. An included. neat. An accurate neat. A key may or accurate key is key is not included. may not be present. present.

• Student is able to complete a reflection sheet about the day’s lesson:

Reflection sheet is complete with thoughtful responses Reflection sheet is partially complete Reflection sheet is not complete

Lesson 2: Ancient History • Student is able to complete a comparison sheet about the Maya and Aztecs:

1 2 3 4 The comparison Only some boxes in The comparison sheet The comparison sheet sheet is incomplete. the comparison sheet is mostly complete. is fully complete. Little to no facts are are complete. Some Most boxes are filled Accurate facts are accurate. facts may be in with accurate facts. given for each inaccurate. question.

• Student is able to participate during a discussion to compare/contrast the Mayans and the Aztecs:

Student is an active participant Student does not actively participate

• Student is able to colorfully design the image of a Mayan or Aztec god:

Completed Not Completed

If activity is completed, did the student use appropriate colors?

Yes No

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Lesson 3: Modern History • Student is able to participate during a discussion about the Age of Exploration and how the arrival of Europeans affected the existing societies:

Student is an active participant Student does not actively participate

• Student is able to match the important people in Mexican history with their time periods (timeline activity). Number of pictures placed correctly:

6/6 5/6 4/6 3/6 2/6 1/6 0/6 Mastered Not Mastered

Lesson 4: Cultural Awareness – Clothing and Transportation • Student is able to complete a comparison sheet about urban and rural housing, transportation, and clothing:

1 2 3 4 The comparison Only some boxes in The comparison sheet The comparison sheet sheet is incomplete. the comparison sheet is mostly complete. is fully complete. Little to no are complete. Very Most boxes are filled Thoughtful observations few thoughtful in with thoughtful observations are given included. observations. observations. for each category.

• Student is able to design his/her own indigenous-style piece of clothing for a paper doll:

Completed Not Completed

If activity is completed, did the student use colors/designs similar to that seen in photographs of indigenous clothing?

Yes No

Lesson 5: Cultural Awareness – Music and Dance • Student is able to complete a Venn diagram to compare and contrast traditional dance in Mexico with folk dancing in the United States:

1 2 3 4 The Venn diagram Venn diagram is Venn diagram is Venn diagram is is incomplete. partially complete, mostly complete, with complete, with two Little to no with at least one at least two or more comparisons information is comparison and some comparisons and some and some contrasts. written. contrasts. Information contrasts. Information Information is may not be accurate. is accurate. accurate.

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• Student is able to compare and contrast the birthday song in Mexico with the birthday song in the United States:

Handout is complete with thoughtful responses Handout is partially complete Handout is not complete

Lesson 6: Cultural Awareness – Types of Art • Student is able to participate in a discussion about art in Mexico:

Student is an active participant Student does not actively participate

• Student is able to write a reflection after viewing photographs of artists and artwork:

Completed Not Completed

• Student is able to design his/her own sculpture from clay, basing his/her work on images of Mexican sculptures: Completed Not Completed

Lesson 7: Cultural Awareness – Language and Literacy • Student is able to participate in a discussion about language and language-learning:

Student is an active participant Student does not actively participate

• Student is able to complete a Word Search with Spanish words. Number of words found: 18/ 17/ 16/ 15/ 14/ 13/ 12/ 11/ 10/ 9/ 8/ 7/ 6/ 5/ 4/ 3/ 2/ 1/ 0/ 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 Mastered Not Mastered

• Student is able to complete a word matching game with Spanish words. Number of words matched correctly:

10/10 9/10 8/10 7/10 6/10 5/10 4/10 3/10 2/10 1/10 0/10 Mastered Not Mastered

Lesson 8: Cultural Awareness – Holidays • Student is able to participate in a discussion about holidays:

Student is an active participant Student does not actively participate

• Student is able to fill in a blank calendar with holidays in Mexico:

Mastered Not Mastered

• Student is able to design his/her own papel picado celebration banner:

Completed Not Completed

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Lesson 9: Cultural Awareness – Economics • Student is able to participate in a discussion about money and how the Mexican peso compares to the American dollar:

Student is an active participant Student does not actively participate

• Student is able to count his/her Mexican pesos and get an amount of 445 pesos:

Mastered Not Mastered

• Student is able to participate in a spending activity, using pretend Mexican pesos to buy “souvenirs”:

Student is an active participant Student does not actively participate

Lesson 10: Cultural Awareness – Food and Drink • Student is able to participate in a discussion about the importance of food and drink in a society:

Student is an active participant Student does not actively participate

• Student is able to read a recipe to make his/her own tortilla:

Mastered Not Mastered

Lesson 11: Celebration • Student is able to participate in a share about his/her favorite project/activity from the unit:

Student is an active participant Student does not actively participate

• Student is able to complete a reflection sheet to look back on the unit of study:

1 2 3 4 The reflection Reflection sheet is Reflection sheet is Reflection sheet is sheet is partially complete. mostly complete. Few complete. No incomplete. Little Some answers may be to no answers are answers are missing. to no information missing. missing. Some Most to all answers is written. answers are are compelling. compelling.

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